General
Mak-Sida Meet to ignite Research Agenda
The Swedish Ambassador to Uganda, H.E Urban Andersson, has re-affirmed his country’s commitment to supporting research and innovations in Makerere University and Uganda, as a way of contributing to national development, social transformation and poverty eradication. H.E Andersson was speaking at the Science Day for the Makerere-Sida Research Cooperation at the College of Veterinary Medicine, Animal Resources and Bio-Security (CoVAB), on 19th November 2013. This was part of an ongoing Annual Review Meeting for the Swedish International Development Cooperation Agency (Sida) research support to Makerere University, running from 18th – 27th November 2013. The Makerere-Sida Phase III Bilateral Research programme (2010-2014) is worth Swedish Krona (SEK) 180 million.
“Rural areas have been pointed out as key for Uganda’s development with 80% of the population staying there. I have noted that the challenges faced by people in rural areas have been pointed out in most of your presentations, which also provide recommendations and policy directions for improving livelihoods in rural areas. We are also glad that your focus on Northern Uganda will bring new knowledge of the disease potential, help in reducing the spread of diseases in animals, which also affect human beings. This will fit in well with why we support research, with the end goal of poverty reduction,” he said. The Ambassador also pointed out that the next phase of the MAK-Sida Bilateral Research Grant for Phase 1V, 2015 to 2020 was on its way to continue supporting research and innovations relevant to today’s fast changing world.
At the opening of the Annual Review Meeting held on 18th November 2013 at the Main Library, the Vice Chancellor, Professor John Ddumba-Ssentamu was represented by the Acting Vice Chancellor Associate Professor Arch. Barnabas Nawangwe, who is also the Deputy Vice Chancellor in charge of Finance and Administration.
“Makerere University and Uganda in general have enjoyed and continue to benefit from the generosity of the Royal Government of Sweden in the areas of human resources capacity building, research, library services/information technology and infrastructural development. Sida support has also contributed to the enhancement of centres of excellence in waste management, health systems research, and renewable energy research, among others. Despite these achievements, the University still faces challenges like inadequate infrastructure and we appreciate more support,” read the Vice Chancellor’s speech.
The Director of Research and Graduate Training, Professor Mukadasi Buyinza, welcomed participants to the MAK-Sida Annual Review Meeting that provides a platform for dissemination of research, technology and innovations at Makerere University. The Review also presents an opportunity to Makerere University to take stock of her research achievements and their strength in contributing to the national development agenda.
Professor Buyinza appreciated Sida for the continued support to Makerere University and also thanked the University Management for creating an environment conducive to research. “There is will from Management for research to take place and we have all the support we need. With the Sida and Management support, we are empowered to champion the University Research Agenda. During the Phase III (2010-2014), Sida has supported 100 PhDs; 70 Masters and 20 Post Doctoral Research grants. We are also happy to report that we have been granted the Year 2015 as a bridging year in preparation for the MAK-Sida Phase IV Bilateral Research Grant. We are grateful for this support,” he said.
He further saluted Sida for supporting cross cutting courses and services critical in knowledge creation and sharpening of people’s minds. “In Phase III, 700 graduate students have been trained in cross cutting courses such as research management, philosophy of methods, statistical application and information competence management; and senior researchers of Makerere University have undertaken skills enhancement courses including supervision and mentorship, research and financial management,” he explained.
The highly interactive Science Day was coordinated by Dr. David Owiny, of the Vet Sub-programme. “This is the 3rd Science Day since the beginning of the MAK-Sida Phase III. Our collaboration with the Swedish people has been very successful. Together with the Swedish Agricultural University, we are training five (5) PhD students and their research is on a steady path to completion. They are in the final stages of their doctoral studies and will graduate next year,” he said.
In an energetic presentation, the Principal of CoVAB, Professor John David Kabasa, called for a paradigm shift in the education sector if the current and future generations are to be saved from poverty and unemployment. “Peasants fed us and sustained the economy for the last 50 years. Since independence, the education system has been producing people to administer peasants, but not learning how to manage the production and industrial processes. That is why Uganda plans to transform from a peasantry to a middle income economy as per the National Vision 2040,” he asserted. “It is now time to change the model. We need to graduate people with skills to become entrepreneurs or else we are in for a social tsunami. There are a lot of processes from the farm to the table. The industry has so many opportunities in the value-addition chain. Why should supermarkets continue to be highly stocked with products from abroad?” he wondered.
He reasoned that today’s problems cannot be solved using the same methods that created them. “CoVAB has embraced the SPEDA model to harness the entrepreneur, vocational and intellectual skills for high level productivity in the animal industry. It is a blended model that involves working with all people in different sectors; academic, community, public and private sector to graduate a skilled entrepreneur,” explained Professor Kabasa.
The Science Day involved presentations from PhD students, Denis Muhangi, Kokas Ikwap, Benon Kanyima, Denis Rwabiita Mugizi and Margaret Nabukenya, all sponsored by Sida. Denis Muhangi presented the Practices in Pig Value Chain in Uganda: Implications to transmission of African Swine Fever. His study focused on documenting the different factors and practices within the pig value chain that could influence the transmission of African Swine Fever and also the potential risk factors for African Swine Fever outbreaks on farms.
Kokas Ikwap conducted a study on the magnitude of salmonellae infections in pigs in Gulu and Soroti. In his findings, Ikwap observed that 39% of the households had at least one animal succumbing to salmonellae infection, which presents with diarrhea. He stressed that this was dangerous because salmonellae also affects human beings. His study also revealed that out of the 56 samples taken, there were 20 different serotypes of salmonellae identified.
In his study, Benon Kanyima recommended a format to support post-strife rural urban immigrants engaging in urban and peri-urban dairy farming and to establish a Dairy Cow Welfare Policy in Uganda, to curb abuse of cows.
Denis Rwabiita Mugizi focused on the magnitude and risk factor of brucellosis in Gulu and Soroti district. His findings revealed that the disease was more prominent in the older animals of five years and above. Animals brought to these districts from Western Uganda had a higher chance of testing positive to brucellosis. He pointed out that brucellosis continues to be passed on to humans and that the current strain of this infection is resistant to some drugs.
Dr. Maria Nassuna, one of the supervisors emphasized that engaging in this research across different parts of the country was quite fulfilling, because the Supervisors took off time to go to the field with students and therefore made more informed supervision of the research projects.
Another PhD student, Margaret Nabukenya, carried out research on the threat of Helminthosis amongst goats in Gulu and Mpigi district. Her findings reveal that Helminthosis, a common disease in goats, is caused by infections due to various gastro-intestinal parasites. It leads to poor weight gain in these animals. Her findings further reveal that 5.2% of the country's GDP is from livestock products.
An exhibition to showcase the latest innovations from CoVAB, was organized as a key highlight of the Science Day. It involved demonstration of projects on posters and bee-hive technology among others. Dr. David Owiny the Exhibition Coordinator pointed out that the projects on display, as funded by Sida as well as innovations on technologies under the AFRISA programme, were designed to answer to the needs of society by providing practical solutions.
After a guided tour of the exhibits, Ambassador Andersson could not hide his amazement. “I thank this College for working with multidisciplinary teams and using a holistic approach to research. It is also positive that you are working with other universities and partners in Uganda and the region,” he remarked.
On behalf of the college, the Principal, Professor John David Kabasa presented a gift to the Ambassador and to the Sida Desk Officer, Dr. Katri Pohjolainen as a token of appreciation for the continued support.
Dr. Ruth Muwazi of CoVAB gave a vote of thanks to all who had worked tirelessly to make the 3rd Science Day a success and also appreciated the invited guests for dedicating time to understand what CoVAB stands for.
The Review continued with an afternoon session, chaired by Associate Professor George Nasinyama of the Directorate of Research and Graduate Training. It was a Scientific Conference for Postdoctoral presentations, held in the New Library Building Extension. The presentations included:
- A landscape population Genomics Approach for Conservation of the Domestic Pig and Control of African Swine Fever in Uganda by Dr. Charles Masembe, College of Natural Sciences.
- Genetic Characterisation of Trypanosomia vivax-induced hemorrhagic syndrome strains and their spread in Ugandan perigame areas by Dr. Savino Biryomumaisho, College of Veterinary Medicine, Animal Resources and Bio-Security.
- The Opportunities and Challenges of Redd for the Forest Resources Base and Rural Livelihoods In Uganda by Dr. J.J. Namaalwa.
- Growth Modeling of Exploitable Fish populations: A case study of Nile Perch in Lake Nabugabo, Uganda by Dr. Gladys Bwanika, College of Natural Sciences.
- Evaluation and surveillance of the impact of severe maternal and prenatal morbidity on health of women and children attending Mulago and Jinja referral health facilities by Dr. Dan Kaye, College of Health Sciences.
- Adaptation to Climate Change in Post Conflict Communities in Uganda: Building Resilient Livelihoods Paths by Dr. Paul K. Musali, College of Agricultural and Environmental Sciences.
- A theoretical approach for the compilation of the thesauruses in less documented languages by Dr. Celestino Orikiriza, College of Humanities and Social Sciences.
Through Sida support, Makerere University has been able to establish strong collaborations with leading universities including universities in Sweden. Makerere University has also benefitted from joint supervision, which has ensured high quality graduates.
Throughout the 8-day Annual Review Meeting, the team from Sweden and Directorate of Research and Graduate Training-Makerere University will hold discussions with researchers and beneficiaries under the MAK-Sida Bilateral Phase III Research Grant in the College of Veterinary Medicine, Animal Resources and Bio Security; Makerere University Library; Quality Assurance Directorate; College of Humanities and Social Sciences; College of Agricultural and Environmental Sciences; College of Engineering, Design, Art and Technology; College of Health Sciences; Gender Mainstreaming Directorate, College of Natural Sciences and DICTS.
The Annual Review Meeting will close on 27th November 2013 with ‘Wrap-up’ plenary discussions from all unit sub programme Coordinators, Supervisors, Researchers and Students. The Wrap-up will be an interactive session in which all beneficiary units will agree on a road map and lay strategies to maximize the anticipated Phase IV Mak-Sida support.
“The Wrap-up session will be instrumental in getting all stakeholders focus in one direction for purposes of positioning this university at a highly competitive and desirable global trend. As a Directorate, we are positive that Makerere University is on the right track in research but we need to speak the same language across the entire university so that we attain a competitive edge in all disciplines,” asserted Prof. Mukadasi Buyinza, Director, Research and Graduate Training, Makerere University.
By: Ritah Namisango and Marion Alina, Public Relations Office
Photos by: Directorate of Research and Graduate Training and MAK Public Relations Office
General
Makerere University Leads EU-Funded MAGNETISE Project to Strengthen Gender Equality in Higher Education Across Sub-Saharan Africa
A consortium of African and European universities has intensified efforts to mainstream gender equality in higher education through the MAGNETISE project, with Makerere University taking a leading role in hosting a high-level workshop that brought together policymakers, researchers, and gender experts to reflect on institutional progress, persistent gaps, and future strategies.
The initiative, focused on Mainstreaming Gender in Higher Education Institutions in Sub-Saharan Africa (MAGNETISE), is supported by the European Union and implemented through a multi-country partnership involving institutions in Uganda, South Africa, and Europe. It aims to move beyond policy formulation to practical implementation, monitoring, and institutional accountability in gender equality.
At the heart of the discussions was a shared concern: while universities across the region have developed gender policies over the past decades, translating these frameworks into measurable, lived institutional change remains uneven.
A Consortium Approach to Gender Mainstreaming in Academia
Opening the workshop, held at Makerere University recently, the project lead, Professor James Acai Okwee who is also deputy Principal CoVAB, described MAGNETISE as a collaborative effort designed to strengthen institutional capacity for gender equality planning across higher education systems in Sub-Saharan Africa.
He explained that the consortium includes Ugandan partners such as Makerere University and Muni University, alongside South African institutions including University of KwaZulu-Natal, Rhodes University, and Nelson Mandela University. European partners include Katholieke Hoge school VIVES Zuid (VIVES) and KMOP Policy Centre from Belgium, as well as Research Innovation and Development Lab (ReadLab) and University of Peloponnese. The consortium also includes additional European academic collaboration through the University of Applied Sciences and related policy and research networks.
According to Acai, the core objective is not simply to produce policies, but to ensure universities develop functional gender equality plans supported by implementation tools, monitoring frameworks, and institutional accountability systems.
“We have had policies since the early 2000s, but the real question is: where is the implementation plan, and how do we track progress?” he noted. “If a policy says 40 percent representation for women in leadership, we must be able to measure whether that is being achieved.”
He emphasized that MAGNETISE would support training, capacity-building exchanges with European institutions, student engagement programmes, and the development of a digital knowledge hub for gender equality.
Makerere University’s Institutional Position on Gender Equality
Representing university leadership, Dr. Suzan Mbabazi of Makerere University’s Gender Mainstreaming Directorate reaffirmed the institution’s commitment to advancing gender equality across its academic, research, and community engagement mandate. She highlighted significant progress made over more than two decades, citing policies such as the Gender Equality Policy and the Regulations Against Sexual Harassment, alongside governance frameworks that have institutionalized gender equity. Makerere has also established key structures, including the Institute of Gender and Development Studies and the Gender Mainstreaming Directorate, to coordinate initiatives across faculties. Yet, Dr. Mbabazi cautioned that structural achievements do not erase systemic challenges. “Despite progress globally and locally, we must acknowledge persistent gaps, biases, and inequalities within higher education institutions,” she said, stressing the need to bridge policy and practice. She urged participants to prioritize awareness creation, institutional analysis of existing gaps, and deliberate action to dismantle structural barriers. Reaffirming management’s support, she called for continued collaboration among institutions and stakeholders to sustain momentum in gender mainstreaming.
Preliminary Survey Findings Reveal Mixed Progress
Presenting the initial findings of a university-wide survey, Dr. Peace Musiimenta of the School of Women and Gender Studies at Makerere University revealed that responses from 82 participants across various units highlight both progress and persistent challenges in advancing gender equality. While many acknowledged strides in gender mainstreaming, structural and cultural barriers remain entrenched. The study found that although gender policies exist, their implementation is often inconsistent, and initiatives risk being treated as isolated projects rather than integrated institutional practices. Dr. Musiimenta noted that some staff perceive gender programs as overly focused on women, fueling resistance and ideological tensions within academic spaces. She emphasized that the challenge is no longer the absence of policy but the need to ensure visibility, ownership, and effective application of existing frameworks to embed gender equality across the institution.
Gender Audit Highlights Structural Gaps and Progress
Expanding on the institutional audit, Dr. Florence Ebila outlined the methodology and preliminary findings of the gender audit conducted between May and June 2026.She explained that the audit examined institutional policies, governance systems, practices, organizational culture, and perceptions of gender equality.
The study drew data from multiple administrative units including human resources, academic registrars, estates and works departments, and student leadership structures. Ebila reported that Makerere University has made significant institutional progress, including the establishment of gender-focused units and integration of gender considerations into teaching, research, and governance. However, she identified persistent disparities in representation, particularly in science-related disciplines where male staff and students remain dominant.
She also highlighted infrastructural gaps, noting that while newer buildings are increasingly accessible, several older facilities lack adequate support for persons with disabilities and other vulnerable groups.
Another concern raised was limited gender-responsive budgeting, with insufficient allocation of resources to sustain gender mainstreaming activities across all units. “The challenge is not just policy design, but operationalization at all levels of the institution,” she said.
Gender, Identity, and Institutional Culture: A Critical Reflection
A keynote reflection by Dr Josephine Ahikire introduced a deeper theoretical lens to the discussion, situating gender mainstreaming within broader questions of institutional power, identity, and cultural norms.
Ahikire emphasized that gender mainstreaming is not a technical exercise but a structural transformation process that challenges entrenched systems of privilege.
She used the example of Makerere University’s centenary monument, where a male graduate is prominently positioned in front view while a female graduate is placed at the rear, to illustrate how symbolic representations can reflect deeper institutional biases.
“What appears natural often hides embedded inequality,” she argued. “Even symbolic structures matter because they reflect how institutions imagine gender.”
Ahikire acknowledged Makerere University’s progress in policy development and institutional frameworks but cautioned that deeper cultural transformation is still required.
She emphasized the need to interrogate curriculum design, research systems, and informal institutional practices that may perpetuate inequality despite formal commitments to inclusion.
She further argued that gender discourse must retain its political dimension, noting that terms such as feminism should not be avoided but engaged critically in order to address structural inequality.
“Gender equality work is not about comfort,” she said. “It is about questioning established norms and rethinking how power is distributed.”
Institutional Achievements and Remaining Challenges
Across presentations, several common themes emerged.
Participants acknowledged that Makerere University has developed one of the most advanced gender mainstreaming frameworks in the region, including:
- A dedicated gender equality policy framework
- Sexual harassment regulations and safeguarding policies
- Institutional gender mainstreaming structures
- Student engagement programmes and gender clubs
- Scholarships supporting women in science and disadvantaged backgrounds
- Increasing integration of gender into teaching and research
However, speakers consistently highlighted persistent challenges, including:
- Limited implementation of gender policies at departmental level
- Uneven representation of women in senior academic ranks
- Infrastructure gaps affecting accessibility and inclusion
- Weak gender-responsive budgeting mechanisms
- Resistance and misunderstanding of gender equality concepts
- Fragmentation of gender work across isolated units
Towards a Comprehensive Gender Equality Plan
A key outcome of the MAGNETISE project is the development of a comprehensive institutional gender equality plan for Makerere University, supported by monitoring tools and a sustainability framework.
The plan is expected to consolidate existing policies into a coherent implementation strategy, linking institutional commitments to measurable outcomes.
It will also include a handbook for monitoring gender equality initiatives and a digital platform for knowledge sharing among students and staff.
Project leaders emphasized that sustainability will depend on institutional ownership beyond donor funding, particularly through integration into university governance systems.
A Continuing Institutional Journey
The workshop concluded with a shared recognition that gender equality in higher education remains a work in progress, requiring sustained institutional commitment, cultural transformation, and accountability mechanisms.
While Makerere University has made notable progress over the past decades, speakers agreed that the next phase of gender mainstreaming must focus on implementation, visibility, and structural change.
As the MAGNETISE project continues across partner institutions in Africa and Europe, it positions itself not only as a research initiative, but as a long-term institutional reform effort aimed at reshaping how universities understand and operationalize gender equality in higher education.
General
Makerere University Set to Develop Curriculum to Transform Graduate Supervision and Mentorship
By Moses Lutaaya
KAMPALA – Makerere University is set to develop a curriculum for a specialized Certificate Course in Supervision and Mentoring for Graduate Training and Higher Education Management, in a move aimed at professionalizing graduate supervision and strengthening the capacity of academic staff to deliver quality postgraduate education.
The proposed programme will equip academic staff with advanced competencies in graduate-level teaching, research supervision, mentorship, and higher education management, while supporting the University’s agenda of improving the quality and relevance of graduate training.
The curriculum development process was discussed during a Stakeholders’ Curriculum Development Consultation Workshop held on Thursday, 18th June 2026 at the Senate Building Telepresence Hall, Makerere University.
The workshop, organized by the Directorate of Graduate Training in collaboration with the Centre for Teaching and Learning Support (CTLS), brought together curriculum specialists, academic staff, and higher education stakeholders to review and enrich the proposed curriculum before it proceeds through the University approval processes.
Participants included 11 lecturers from the College of Engineering, Design, Art and Technology (CEDAT), 3 from the College of Agricultural and Environmental Sciences (CAES), 2 from the College of Veterinary Medicine, Animal Resources and Bio-security (CoVAB), 1 from the College of Humanities and Social Sciences (CHUSS), 4 from the College of Education and External Studies (CEES), among others.
The National Curriculum Development Centre (NCDC) was represented by Dr. Patrice Ssembirige, Deputy Executive Director in charge of Curriculum Review and Instructional Materials Development. The Centre for Teaching and Learning team was led by Dr. Dorothy Ssebowa, while Dr. Stephen Wandera coordinated the workshop.
Addressing participants, Prof. Julius Kikooma, Director Graduate Training at Makerere University, said the curriculum development initiative is central to strengthening graduate education and ensuring that academic staff are adequately prepared to support postgraduate learners.
Prof. Kikooma noted that Makerere University is targeting an increase in graduate student enrolment to 50 percent of the total student population, but emphasized that this ambition must be matched with investment in the capacity of academic staff who supervise and mentor students.
“We can get many graduate students, but if the people supporting them do not have the right tools and preparation, we will still have challenges,” Prof. Kikooma said.
He explained that the initiative responds to University policies requiring academic staff teaching graduate students to undergo pedagogical training, while those supervising graduate research must undergo specialized preparation in supervision and mentoring.
Prof. Kikooma said graduate supervision requires deliberate preparation because supervisors play a central role in shaping research quality, student success, and the overall effectiveness of postgraduate programmes.
He further emphasized Makerere University’s responsibility as a leading institution in the region.
“We have a double expectation. We must support the country to achieve its aspirations in national development, but we also have an expectation from other institutions to support them in building graduate training capacity. In that sense, we are a trainer of trainers,” he said.
Speaking on behalf of the National Curriculum Development Centre (NCDC), Dr. Patrice Ssembirige commended Makerere University for adopting a consultative and inclusive approach to curriculum development.
He noted that education systems globally are undergoing significant transformation, requiring continuous curriculum review and alignment with emerging needs.
“Education systems globally are undergoing significant transformation, and in Uganda, NCDC has been leading and spearheading the implementation of the competency-based curriculum,” Dr. Ssembirige said.
He explained that NCDC has developed competency-based curriculum frameworks at primary and lower secondary levels and is currently advancing reforms at upper secondary level, which feeds into higher education institutions.
Dr. Ssembirige said the new curriculum presents an opportunity to align graduate training with global trends, Sustainable Development Goals (SDGs), international best practices, and national development priorities.
“As we develop this curriculum, we need to align with global trends, SDGs and international best practices. We also need to undertake comparative analysis because curriculum reforms are taking place across East African Community states,” he noted.
He encouraged developers to ensure that the programme follows competency-based principles and equips participants with relevant 21st-century skills.
“Since we are talking about competency-based curriculum, we must be cognizant of the principles of competency-based education and ensure that we develop skills that fit the demands of the 21st century,” he added.
Dr. Dorothy Ssebowa, Director of the Centre for Teaching and Learning Support at Makerere University, said the initiative marks an important step in strengthening professional development for academic staff involved in graduate education.
She noted that effective supervision requires more than disciplinary expertise, but also skills in mentorship, communication, research guidance, ethics, assessment, and student support.
“The quality of graduate education depends on the quality of mentorship and supervision we provide. This curriculum will strengthen the capacity of academic staff to guide graduate students effectively, improve research outcomes, and uphold the standards expected of a leading university,” Dr. Ssebowa said.
She added that the Centre for Teaching and Learning will continue working with the Directorate of Graduate Training, academic colleges, curriculum specialists, and regulators to ensure the programme remains relevant and impactful.
During the workshop, stakeholders reviewed the proposed curriculum structure, course content, competency areas, assessment strategies, quality assurance mechanisms, and alignment with national and international standards.
Once finalized, the programme is expected to strengthen graduate supervision at Makerere University and serve as a model for professional development across higher education institutions in Uganda and beyond.
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